ACP merged document final

SYLLABUS ANALYSIS

Carl Sanders ACP Certification

In my experience , the Course Syllabus acts as a 3 way contract between the college, instructor and
student. Presented on the first day the syllabus will orient the student to adult education atmosphere.
The syllabus defines the requirements of the course and the applicable grade based on the completion
of the requirements. Any questions or complaints from the student to the instructor or the college
should be resolved through the syllabus. The syllabus should bridge and reflect a document similar to
one used in the workforce.

The course syllabus should initially contain information to the student defining the course itself,
instructor information, the college department organizational chart, course prerequisites, texrbook
and homework info. The more information provided protects the college and instructor from the
student's classic line "I didn't know" or "Nobody told me".

Class rules should be as specific as possible. Every student has the right to learn and the instructor has
the duty to defend that right from any obstruction. The instructor should be familiar with college
policy concerning class disruption and communicate to the student and consequences. The syllabus
should state policies on electronic devices, eating in class, etc... An integrity policy should be specific
and enforced. In a corporate setting, usually there is zero tolerance to any distraction to training or
the work atmosphere. The tone of the syllabus should reflect the instructor will maintain the control
of the class.

The grading policy with percentages should be specific and goal oriented to inform the student what
work is required for the maximum grade scaled down to the grade that will be received functional to
the effort. Common grade categories are tests, homework, attendance, and final exam in percentages
such that conclusions can be easily drawn why the student received the grade they did. Make up
exams and extra credit policies should be specific and fair to all.

The syllabus can be a great tool to acclimate a student to the workforce. In a contract form with as
many specifics as possible, the student can attain a goal with a good grade with less chance of
problems with the instructor and/or college.

Assignment 2

How to get Your Students Prepared & How to encourage Students to read material

Initial lecture: Use instructor connect math to demonstrate proper procedure to solve problems.

Student connect math: recommended completion time 24 hours. Completion Reward= 1point bonus on
next test. Monitor student on line report to confront student about deficiencies.

1. Upload connect math problem session and survey all problems for possible variations to
solutions and material not covered. Prepare questions for next class or guided solutions in connectmath.

2. Read each question and methodically solve problem. Review previous examples for assistance.
Immediately resolve questions thru guided solutions or "ask the instructor" in connect math.

3. Student will post Homework on line for review by instructor.
Student "mock test" one week before test. 5 point bonus on test for completion before review.
Instructor will inspect student test for bonus prior to review. Students shall recite test in review rather
than instructor and provide the leadership in the class.

Bottom Line: Bonus points plus the "Star Wars: Now the Student is the Master" is motivational to get my
students to perform.

BOPPPS LESSON PLAN

COURSE: Developmental Math
Lesson Title: Equation of the Line. 90 MINUTES

Bridge: “You sank my battle ship” Reenact a short version of the board game to demonstrate the X/Y coordinate system. Then stand the losers in a
straight line to demonstrate to all the most efficient linear X/Y coordinate system.

Estimated time: 5 minutes.
Course Student Learning Outcome: Define a linear relation of the line that includes slope, y intercept, and (x/y) coordinates.

Learning Objectives: By the end of the session the student should be able to define the parts of the linear equation and how these parts develope into a
straight line.

1. Knowledge: Define the parts of the linear relation then use those parts to formulate the equation of a line.
2. Comprehension: Use the real life comparison like the anatomy of an ant to demonstrate the formulation of the equation of a line.

Pre-Assessment: Student Preparation watch “KHANS EQUATION OF A LINE” from TED ED (NEW INSTRUCTIONAL
TECHNOLOGY)http://ed.ted./com/on/l3YBT5h. Students will answer short 4 question pre assessment after presentation.

Estimated time: 10 minutes
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified SEE POST ASSESSMENT
 New instructional technology you are trying SEE PRE ASSESSMENT (NEW INSTRUCTIONAL TECHNOLOGY).
 At least one classroom assessment technique (CAT) SEE SUMMARY

Time Instructor Activities Learner Activities Lesson Materials

5 min Demonstrate how a two coordinate system is the Discuss the BRIDGE IN SECTION OF THIS BOPPPS to Battleship Slide
10 min genetic makeup of a linear relationship such as a demonstrate where the X/Y coordinates are located in the Graph Paper
straight line. line formula Y=MX+B.
Compare the 3 parts of the line equation Y=MX+B Show the 3 distinct parts of an ant: the head, the thorax and Ant slide
with an entity a student may identify with. the abdomen. Demonstrate how each of the 3 parts have
separate functions but in sync make up the characteristics
of the ant. Compare with the 3 parts of the equation of the
line.

10 min Define the slope of the line Initiate a discussion with students on how the slope of a line SKI SLOPE SLIPE
is exactly like a ski slope. Going Down is easy. Going up is
hard. The larger the gradient, the faster you go.

Define the Y intercept (B in the formula) Initiate a discussion with the students how a Y intercept is Elevator slide

the same as an elevator only going up and down. The stops

are the Y coordinates.

10 min Conclusion: Grill students to define parts of line and Find slide: 1. Find formulas of line 2. Find the slopes 3. Find Slide: Let’s put it all

how they relate to equation of the line. Y intercepts. 4. Find X/Y coordinates where lines cross. together.

Post-assessment: QUESTIONS WITH BLOOMS LEVEL IDENTIFIED

1. EVALUATION: HOW WOULD YOU PROVE 2 LINES WITH THE SAME SLOPEBUT DIFFERENT Y INTERCEPTS NEVER INTERSECT?

2. ANALYSIS: IDENTIFY WHICH PART OF THE LINE EQUATION IS NOT PART OF THESOPE INTERCEPT EQUATION. A) X intercept B) SLOPE

C) X/Y COORDINATE D) Y INTERCEPT

3. APPLICATION: FOR TE POINT (0,3) and SLOPE = 2, CONSTRUCT THE SLOPE INTERCEPT FORM OF A LINE.

4. KNOWLEDGE: WHAT IS THE EQATION OF A LINE A) Y=MX+B B) X + Y = B C) X – Y = B D) X= MY + B

Estimated time: 30 MINUTES
Summary: ADD A CAT
THE MNUTE TEST:
FAMILY FEUD
NAME 3 PARTS OF A CAR THAT ARE INDEPENDENT BUT IN CONJUNCTION MAKE UP THE FUNCTION OF A CAR.
SURVEY SAYS : 1. _______________ 2._________________ 3. _____________________

MINUTE FEEDBACK: CAN YOU RELATE THE PARTS OF A AR WITH THE EQUATION OF A LINE. WAS THE COMPARISON METHOD HELPFUL IN THE
UNDERSTANDING OF LINEAR RELATIONSHIPS.

MUDDIEST MINUTE: WHT WAS THE UDDIEST PART OF THIS PRESENTATION OR THE HARDEST TO UNDERSTAND.

Estimated time: 10 minutes

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)



GOOD QUESTIONS

LEARNING OBJECTIVE: DEFINE THE PARTS OF A LINEAR RELATION AND HOW
THE PARTS DEVELOP INTO A STRAIGHT LINE.

1. KNOWLEDGE OR RECALL: WRITE THE EQUATION OF A STRAIGHT LINE AND
DEFINE EACH PART.

2. INTERPRETING: "READ BETWEEN THE LINES" WRITE 2 EQUATIONS FOR
PARALLEL LINES AND PROVE/DISPROVE THAT THEY INTERCEPT.

3. APPLICATION: GIVEN A SLOPE AND ONE POINT, COMPUTE THE Y
INTERCEPT.

4. ANALYSIS: IN THE LEARNING OBJECTIVES THERE WERE REFERENCES TO
THE ANT COMPARED TO AN EQUATION WHERE EACH ANT PART WORKS
INDEPENDENTLY YET TOGETHER MAKE UP THE CHARECTERISTICS OF THE
ANT. SUMMARIZE A CAR DEFINING 4 PARTS THAT WORK INDEPENDENTLY
YET TOGETHER AS IN THE EQUATION OF A LINE.

5. SYNTHESIS: CONSTRUCT A SCENARIO WHERE THE FUNCTIONALITY OF A
LINE PREDICTS A REAL LIFE SITUATION. EXAMPLE THE X AXIS COULD BE
MILES WALKED AND THE Y AXIS CALARIES BURNED.

6. EVALUATION: PROVE OR DISPROVE THE NEGATIVE INVERSE OF A LINE
SLOPE IS PERPINDICULAR TO THE LINE SLOPE.

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Date: 4/2

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Table of Contents

• Student Preparation Strategy
• BOPPPS lesson-be sure to highlight

• BRIDGE
• OBJECTIVES
• PREASSESSMENT
• SECOND P
• POST ASSESSMENT
• SUMMARY

• Reflection

t the following:

Describe
Preparatio

NEW

e Student
on Strategy

WATCH 7 MINUTE
PRESENTATION ON EQUATION
OF LINE. THEN ANSWER 4
MULTIPLE CHOICE QUESTIONS

W TECHNOLOGY https://ed.ted./com/on/l3YBT5h

BOPPPS – BRIDGE

“YOU SANK MY BATTLESHIP”

REENACT A SHORT VERSION OF
THE BOARD GAME WITH CLASS.

DEMONSTRATE X/Y COORDINATE
SYSTEM.
DISCUSS HOW X/Y SYSTEM IS USED
IN INDUSTRY.



BOPPPS – SLO & OBJEC

STUDENT LEARNING OUTCOME: DEF
LINE THAT INCLUDES SLOPE , Y INTER
LEARNING OBJECTIVES: BY THE END
SHOULD BE ABLE TO DEFINE THE PA
HOW THESE PARTS DEVELOPE INTO

1. KNOWLEDGE: DEFINE THE PARTS OF THE LIN
FORMULATE THE EQUATION OF A LINE.

2. COMPREHENSION: USE A REAL LIFE COMPA
DEMONSTRATE THE FORMULATION OF THE

CTIVES

FINE THE LINEAR RELATION OF A
RCEPT, & (X/Y) COORDINATES.
OF THE SESSION THE STUDENT
ARTS OF THE LINEAR EQUATION AND
A STRAIGHT LINE. THE APPROACH?

NEAR EQUATION THEN USE THOSE PARTS TO

ARISON LIKE THE ANATOMY OF AN ANT TO
E EQUATION OF A LINE.

BOPPPS- PRE-ASSESSME

• BRIEF DESCRIPTION: GRADE 4 KHA
NEW TECHNOLOGY AND DISCUSS W
SECOND P.

ENT

AN ACADEMY QUESTIONS FROM
WITH STUDENTS. LEAD IN TO

• THE SECOND P
• 1. POST BATTLESHIP SLIDE AND DISC

2. POST ANT SLIDE: COMPARE THE 3
WITH AN ENTITY A STUDENT MAY IDE
ANT AND HOW EACH PART WORKS SE
3. POST SKI SLOPE SLIDE AND DISCUS
4. POST ELEVATOR SLIDE AND DISCUS

5. LETS PUT ALL TOGETHER SLIDE: CO

CUSS 2 COORDINATE SYSTEM.
PARTS OF THE LINE EQUATION Y=MX+B
ENTIFY WITH. SHOW THE 3 PARTS OF THE
EPERATELY TO MAKE UP THE INSECT

SS: DEFINE THE SLOPE OF THE LINE.
SS: Y INTERCEPT.

ONCLUSION WITH DISCUSSION QUIZ

BOPPPS- POST-ASSESSM

EVALUATION: HOW WOULD YOU PROVE 2 LINES W
INTERCEPTS NEVER INTERSECT.

ANALYSIS (MULTIPLE CHOICE) IDENTIFY WHICH PA
SLOPE INTERCEPT EQUATION A) X INTERCEPT B) S

APPLICATION: FOR THE POINT (0,3) AND SLOPE= 2
THE LINE.

KNOWLEDGE: (MULTIPLE CHOICE) WHAT IS THE EQ
C) X-Y=B D) Y=MX+B

MENT : TEST

WITH THE SAME SLOPE BUT DIFFERENT Y

ART OF THE LINE EQUATION IS NOT PART OF THE
SLOPE C) X/Y COORDINATE D) Y INTERCEPT.
2, CONSTRUCT THE SLOPE INTERCEPT FORM OF

QUATION OF THE LINE A) Y=MX+B B) X+Y=B

Personal Reflection on My
THANK YOU

THIS WILL MAKE ME A BE

y ACP Experience
U
ETTER INSTRUCTOR!

BOPPPS- SUMMARY : SU

ADD A CAT:
THE MINUTE TEST: (FAMILY FEUD FO

NAME 3 PARTS OF A CAR THAT ARE INDEPE
THE FUNCTION OF A CAR.
SURVEY SAYS 1.________________2. ____

MINUTE FEEDBACK: CAN YOU RELATE THE
OF A LINE.

MUDDIEST MINUTE: WHAT WAS THE MUD

UMMARIZE Y=MX+B

ORMAT)

ENDENT BUT IN CONJUNCTION MAKE UP
_____________ 3.___________________
E PARTS OF A CAR WITH THE EQUATION

DDIEST PART OF THIS PRESENTATION.

ACP REFLECTIVE ESSAY

The Adjunct Certification Program(ACP) was a valuable guide to steer an
instructor to plan and delivery a successful learning presentation. Millenial students like the
beatniks, hippies, yuppies, generation X students of the past are challenging to establishment
and like paying customers expect their money’s worth and are critical if expectations are not
meet. The program emphasizes motivation with goals to reduce the numbers and intensity of
difficult or challenging students. The spring ACP class of 2016 was diversified with plenty of talent
and ideas. An excellent group of instructors will certainly benefit from this unifying form of this
organized instruction.

The ACP program emphasized the BOPPPS Model as the instructional tool
of excellence. The model starts with a Bridge in, then objectives, pre assessment, participatory,

post assessment then summary closure. As a math instructor, the college directs objectives and
outcomes as the principal mode of instruction. Developmental students require more for
success. The additions of some or all of the BOPPPs model would be an excellent tool to motivate
these students to receive. A creative Bridge in could captivate the students into the more
objectives or outcome section of the class. Technology is endless and with the college
internet/PC/projection interface interesting presentations can be delivered to the students.
Testing is not the only tool to measure student success. BOPPPS emphasizes pre and post
assessments to measure goals and student success was achieved.

The ACP took time out to emphasize the importance of the syllabus.
The syllabus is the contract between the college the student and the instructor. The syllabus